Self-Advocacy Script

Warm-Up: Speak Your Mind! (5 minutes)

(Teacher): "Good morning/afternoon, everyone! Let's kick off our class today with a quick warm-up. I've handed out a sheet for you called 'Warm-Up: Speak Your Mind!'. Please take a few moments to read the prompts and jot down your thoughts. There are no right or wrong answers, just what you genuinely think or feel. You have about 3 minutes for this."

(Allow students to complete the warm-up. Circulate and observe.)

(Teacher): "Alright, let's hear from a few of you. Who would like to share one of their responses or a thought that came to mind? Don't worry if it's not perfect, the goal is just to share."

(Facilitate a brief discussion, calling on 2-3 students. Encourage respect for different viewpoints.)

Introduction to Self-Advocacy (10 minutes)

(Teacher): "Thank you for sharing! What we just did, sharing our thoughts and feelings, is actually a great lead-in to our topic today: self-advocacy. You might be thinking, 'What exactly is self-advocacy?' And that's a great question!"

(Transition to Self-Advocacy Slide Deck - Slide 2: What is Self-Advocacy? and display the slide)

(Teacher): "Self-advocacy, in simple terms, is about speaking up for yourself and your needs. It means understanding what you want or need, expressing your thoughts and feelings clearly, asking for help when you need it, and standing up for your rights respectfully. It's about being your own best advocate."

(Teacher): "Let's do a quick Discussion: Why Self-Advocacy Matters. Take a moment to think: Why do you think it's important for you, as a 7th grader, to learn how to advocate for yourself? What benefits could it bring?"

(Allow 30 seconds for reflection, then invite students to share their ideas. Guide them towards points like 'getting what you need,' 'solving problems,' 'being heard,' 'feeling more confident.')

(Teacher): "Excellent points! You've already touched on some key reasons why this skill is so valuable."

What Self-Advocacy Looks Like (15 minutes)

(Teacher): "So, where does self-advocacy show up in our lives? It's not just for adults, it's something we use every single day, often without even realizing it."

(Transition to Self-Advocacy Slide Deck - Slide 3: Why is Self-Advocacy Important? and display the slide)

(Teacher): "Think about school: Maybe you don't understand an assignment, or you need more time for a project. Advocating for yourself means respectfully asking your teacher for clarification or an extension. With friends: What if someone is doing something that makes you uncomfortable? Self-advocacy helps you set boundaries. Even at home, it's about communicating your needs to your family."

(Teacher): "Now, let's break down the key components of self-advocacy."

(Transition to Self-Advocacy Slide Deck - Slide 4: Key Components of Self-Advocacy and display the slide)

(Teacher): "First, you need to know your needs. What do you want? What do you need to feel successful or comfortable? This requires a little self-reflection. Then, it's about clear communication. How can you express yourself so others understand you? This means being specific and respectful."

(Teacher): "Active listening is also crucial. Self-advocacy isn't just about talking; it's also about hearing and understanding others' perspectives. And, importantly, setting boundaries. This means clearly defining what is okay and not okay for you. It's about protecting your space and well-being."

(Teacher): "A super helpful tool for clear communication and setting boundaries is using what we call 'I statements.' Look at the example on the slide: 'I feel [emotion] when [situation] because [reason]. I need/would like [solution].' This structure helps you express your feelings and needs without blaming the other person, which often leads to a more positive response."

(Transition to Self-Advocacy Slide Deck - Slide 5: Practicing 'I Statements' and display the slide)

(Teacher): "Let's look at this example together. Instead of saying, 'You always interrupt me!' which can sound accusatory and make the other person defensive, an 'I statement' shifts the focus to your experience: 'I feel frustrated when I am interrupted because I lose my train of thought. I would like to finish what I'm saying.' See how it's about your feelings and your needs, not attacking the other person?"

(Teacher): "Can anyone think of another situation where an 'I statement' could help? For example, if a friend keeps borrowing your pencils and not returning them, how could you use an 'I statement' to address it?"

(Give students a moment to think and share. Guide them to formulate 'I statements'.)

Activity: Scenario Role-Play (10 minutes)

(Teacher): "Great job with those 'I statements'! Now, it's time to put these skills into practice."

(Transition to Self-Advocacy Slide Deck - Slide 6: Time to Practice: Scenario Role-Play and display the slide)

(Teacher): "I'm going to divide you into small groups. Each group will receive a handout with different scenarios. Your task is to read through these scenarios and brainstorm how the character in each situation could use self-advocacy. Specifically, try to come up with 'I statements' they could use. Then, I want you to role-play one or two of these scenarios within your group. Practice speaking up, listening, and respectfully asserting your needs. I'll be walking around to offer help and feedback. You have about 8 minutes for this."

(Divide students into groups and distribute Activity: Scenario Role-Play handouts. Circulate and provide support.)

(Teacher): "Alright, groups, let's bring it back together. Would any group like to share one of their role-plays or describe how they used self-advocacy in a scenario?"

(Invite 1-2 groups to share. Briefly discuss their approaches, highlighting effective communication.)

Cool-Down: My Self-Advocacy Pledge (5 minutes)

(Teacher): "Fantastic work today, everyone! You've learned a lot about speaking up for yourselves and how powerful that can be."

(Transition to Self-Advocacy Slide Deck - Slide 7: My Self-Advocacy Pledge and display the slide)

(Teacher): "For our cool-down, I want you to think about one specific way you will try to practice self-advocacy this week. Maybe it's asking a question in another class, or telling a friend how you truly feel, or even just identifying a need you have. Write down your 'Self-Advocacy Pledge' on the handout titled 'Cool-Down: My Self-Advocacy Pledge'."

(Distribute the cool-down handout and allow students a few minutes to write. Collect them as an exit ticket.)

(Teacher): "Remember, every time you speak up for your needs respectfully, you are building a stronger, more confident YOU! Keep practicing these skills, and I look forward to seeing you advocate for yourselves in positive ways. Thank you!"

Warm-Up: Speak Your Mind!

Instructions: Read the prompts below and quickly write down your honest thoughts or feelings. There are no right or wrong answers!

1. Imagine you have a great idea for a class project, but you're a little shy. What might stop you from sharing it with your group or teacher?
   
   
   

2. Think about a time you wished you had said something but didn't. What was the situation?
   
   
   

3. What does it mean to

Discussion: Why Self-Advocacy Matters

Instructions: Be ready to share your thoughts with the class.

• Why do you think it's important for you to learn how to advocate for yourself now, as a 7th grader?
• What are some situations at school, with friends, or at home where speaking up for yourself could make a difference?
• What might happen if you don't advocate for yourself when you need to?
  
  
  
  
  
  
  
  
  
  
  
  

Activity: Scenario Role-Play

Instructions: Work in small groups. Read each scenario and discuss how the main character could use self-advocacy skills, especially using "I statements." Then, choose one scenario to role-play for your group, practicing respectful and clear communication. Be ready to share with the class!

Scenario 1: The Group Project Dilemma

Your group for a science project isn't pulling their weight. You've done most of the research, and the deadline is approaching fast. You feel stressed and frustrated because you don't want your grade to suffer.

• How can you advocate for yourself within your group?
  
  
  
  
• What "I statement" could you use to express your feelings and needs to your group members?
  
  
  
  

Scenario 2: The Loud Friend

You're trying to concentrate on your homework in the library, but your friend, who is sitting nearby, is talking very loudly on their phone. You like your friend, but their noise is making it impossible to focus, and you're starting to feel annoyed.

• How can you respectfully ask your friend to lower their voice without hurting their feelings?
  
  
  
  
• What "I statement" could you use?
  
  
  
  

Scenario 3: Unfair Chore Distribution

At home, you feel like you're doing a lot more chores than your siblings. You have less time for your homework and hobbies, and it feels unfair. You're starting to feel resentful.

• How can you talk to your parents or guardians about the chore distribution?
  
  
  
  
• What "I statement" could you use to explain your feelings and suggest a fairer solution?
  
  
  
  

Scenario 4: Misunderstood in Class

Your teacher explained an assignment, and you thought you understood it, but now that you're starting, you realize you're completely confused. You're worried about asking for help because you don't want to look like you weren't paying attention.

• How can you advocate for yourself to get the clarification you need?
  
  
  
  
• What "I statement" could you use to approach your teacher?
  
  
  
  

Cool-Down: My Self-Advocacy Pledge

Instructions: Take a moment to reflect on what you learned about self-advocacy today. Then, write down one specific way you will try to practice self-advocacy this week. This is your personal pledge!

My Self-Advocacy Pledge:

I will practice self-advocacy this week by...

Why is this important to me?